The Adult Basic Education Program

The NEKLS Adult Basic Education (ABE) program is the Knowledge Builders Department's foundation program. It is linked to and integrated on a delivery basis into virtually all other departmental programs and services. ABE was the first NEKLS program. It is widely known in the service area and strongly supported by towns and people in the three county service area. It has been estimated that one out of every ten residents has received program services.

ABE receives federal, state and local funding. At the federal level it is funded through the United States Department of Education (USDOE) as authorized under Title II (Adult Education and Literacy) of the Workforce Investment Act of 1998. Title II is often cited by its short title, the Adult Education and Family Literacy Act. Title II funds are granted by USDOE to the state cognizant agency. In Vermont, that agency is the state Department of Education (VDOE). The purpose of the funding is to assist adults become literate and obtain the knowledge and skills necessary to gain employment and become self-sufficient. Self-sufficiency is defied as mastery of basic education skills sufficient to enable individuals to function effectively in society. The purpose also encompasses assisting adults without a diploma or certificate and who have not achieved an equivalent level of education and people who cannot speak, read or write in English acquire the educational foundation skills necessary to gain employment and become self sufficient.

As required in order to receive the federal funds, VDOE has adopted the federal standards. It incorporates the standards into all contracts for the provisions of adult basic education program services.

The USDOE and VDOE define adult basic education as instruction below the post-secondary level for adults sixteen and older who are not enrolled in a K-12 public or private school and who lack a high school diploma. Vermont residents who are enrolled in a K-12 school and wish also to enroll in adult basic education should contact the VDOE. Under very limited circumstances, VDOE may grant an eligibility waiver and approve enrollment.

The NEKLS ABE program design incorporates all state and federal standards. However, it also far exceeds the required minimums. The program's goal for all ABE students is that upon completion of their Individualized Learning Plan (ILP) they are demonstrably ready to enroll and complete successfully a post secondary or a technical/vocational program or that they have the specific educational foundation and work ethic skills necessary for success on the job.

The program practices a student centered operational philosophy which focuses on understanding students in the context of the factors impacting them both in and out of the classroom. Many students are parents with significant family responsibilities. Others are readying to enter or re-enter the workforce and need guidance in understanding how employment will impact family life or require development of workplace specific behavioral skills; often childcare and transportation become critical issues. In developing the ILP the teacher and student cooperate to identify not just educational goals, but also educational support needs. After the goals and needs have been identified, strategies to accomplish the goals and meet the needs are incorporated as part of the plan. And as always, teacher and student focus on the student's strengths and using them as key to plan success. Program resources are allocated to assure that student instruction, equipment and support needs can be met: consistently, with equal accessibility throughout the service area and with distribution equity.

The three ABE full service family education centers must all conform to the following operational standards:

Assure that the center:

• Is located in a highly visible and central location within the community
• Is accessible to persons with disabilities as required by law
• Operates a minimum of 48 weeks a year and provides day, evening and weekend services to accommodate adult schedules
• Provides safe and supportive learning environment designed to be inviting to adult learners - including a variety of classrooms, spaces for tutoring and independent study, common areas for students (e.g. library, lounge, study areas, and computer labs)
• Provides adequate instructional equipment, materials, and technology
• Provides adequate space to enhance and support co-location of AEL services of other providers at the center as is reasonable given Center space and appropriate compensation for such space

Offers a comprehensive service array that includes:

• Planned, ongoing outreach and recruitment
• Active campaign of advertisements, promotional events, contacts with relevant community agencies, and community surveys to learn about the educational needs are used to inform and invite participation
• Supports and incentives encourage target populations to enroll in ABE and complete successfully their ILP.
• Intake and enrollment procedure that welcome, demonstrate the program's commitment to student success and develop a student focused ILP. Basic Skills instruction that:
• Addresses the 16 EFF standards and the 3 role maps
• Responds to learning needs of students at each of the 6 NRS skill levels
• Offers structured and sequenced programming in each of the flowing contexts:
  • Basic literacy for lowest level (NRS 1-2) students
  • High school completion, including GED preparation and Drop-Out-Recovery, high school diploma preparation and instructional support for students in projects
  • Work readiness (work ethic)
  • Family Literacy
  • Workplace literacy, including services to employees at worksites and work related learning projects designed to address special skills needed in a job situation
  • ESOL
  • College readiness
  • Authentic student contexts relevant to class members (e.g. health; financial planning; filing taxes; community services)
  • Integrate the development of core literacy skills (reading, writing, math) with other EFF skills (e.g. learn through research, problem solving, use of computers, plan, cooperating with others, advocate and influence, negotiate, reflect and evaluate)
  • Follows a coherent sequence of learning and is guided by written high quality curricula with defined goals, measurable learning objectives, instructional methods, sequential activities, materials and assessments
  • Provides sufficient intensity and duration for substantive skill building and engages students to continue participating
  • Is offered in a variety of day, evening and weekend schedules
  • Uses varied instruction approaches (e.g. grammar and phonetic based langue instruction vs whole language instruction; subject/content based instruction vs project based applied instruction; teacher assisted instruction vs computer assisted instruction)
  • Uses varied learning formats (e.g. closed enrollment courses with stable class membership; individual tutoring; independent study; open entry/open exit classes; learning labs)
  • Engages students in ongoing assessment and documentation of their own skill gains in ways that recognize achievements and guide continued progress
  • Prioritizes bringing students together into small learning communities and stable classes that provide ongoing opportunities for peer support, feedback and shared experiences; NRS 3-6 students learn primarily in groups with supplemental individual instruction as needed
  • Is provided by trained and qualified teachers

ESOL instruction that:

• Focuses on communication skills relevant to learners' practical needs to function in their new culture
• Integrates the four language skills (listening, speaking, reading, writing) and cultural/civic understanding
• Uses authentic resources and materials (e.g. newspapers; TV; worksites; telephones; school/agency documents; job interviews)
• Uses group strategies and interactive tasks in class that require authentic communication and cooperative learning
• Uses the variety of experiences, skills, and knowledge learners bring with them into the classroom and honors their native culture
• Recognizes language learning is cyclical, not linear, so learning objectives are recycled in a variety of contexts
• Varies instructional techniques to meet the needs of non-speakers to advanced speakers and the needs of learners with low to high literacy levels in their native languages
• Provides sufficient intensity and duration essential to language acquisition and uses various strategies to support retention
• Sets measurable learning objectives and engages the learner in assessment of skill gains
• Is provided by trained, qualified ESOL teachers

Student skill assessments and credentials through:

• State approved standardized testing in reading, writing, mathematics, ESOL for baseline and post assessment of skill levels
• State approved standardized performance assessments (as available) for baseline and post assessment of skills levels
• Formal and informal assessments used by teachers and students during instruction for ongoing guidance and documentation of learning
• Official GED testing in compliance with GEDTS regulation and State policy for earning a GED Certificate
• Drop-Out Recovery criteria as approved by partner high schools
• Other assessments and skill certificates as they become available (e.g. computer skill certificate; work readiness certificate)
• Guidance, coaching and support services that support student retention and progress, including:
  • Ongoing educational planning that actively guides and sequences student learning activities
  • Referrals to social service programs that can assist in providing needed supports
  • Direct provision of some support services
  • Individual student follow up and support to overcome barriers inhibiting ILP success
  • Creating and facilitating student support and advisory groups

In addition to its three full service centers, the ABE program also locates satellite centers in other towns throughout the service region. In a rural area such as Northeastern Vermont, convenient access that does not require long travel distances is vital. Currently, the program operates four satellite centers. Most satellite centers are open only one or two days per week or by appointment. Whenever a part-time center needs resources to maximize student success potential, it is sent to the satellite from the nearest full service center.

Instruction is also available, when requested by an employer, at the worksite anytime between 7:00 am and 11:00 pm. ABE also partners with local libraries for family reading activities. When students are unable to reach a center, NEKLS will often arrange for in-home instruction.

All instruction, regardless of site, includes computer access for students. All full service centers and most of the satellite centers offer limited transportation support. All centers allow parents to bring their children if childcare is not available. Of course, the children must be under the control of the parent and not disruptive. Most centers stock a variety of children's games and toys.

All full service centers and most satellite centers are able to offer real time distance learning as well as traditional distance learning. For more information on the NEKLS distance learning services, the Videoconferencing page should be reviewed.

There is no charge for any ABE instruction.